Every Student Succeeds Act (ESSA)

overview

Signed into law December 10, 2015, the Every Student Succeeds Act (ESSA)
is the federal legislation that governs elementary and secondary education
in America. ESSA reauthorized the Elementary and Secondary Education
THERE ARE 9 TITLES IN ESSA:
Act and replaced No Child Left Behind (NCLB). The measure passed with
broad bipartisan support in both the House and Senate and was influenced TITLE I: Improving Basic Programs
by a diverse set of lawmakers and stakeholders, who continue to monitor the Operated by State and Local
regulatory process. Education Agencies
ESSA represents a major shift from the increased federal authority of NCLB TITLE II: Preparing, Training, and
and state waivers issued by the Department of Education to increased Recruiting High-Quality Teachers,
flexibility to states and school districts. Principals, or Other School Leaders
TITLE III: Language Instruction for
ESSA PRESENTS SEVERAL CHANGES FROM NCLB. English Learners and Immigrant
ESSA NOW: Students
n Eliminates Adequate Yearly Progress (AYP) and Highly Qualified Teacher TITLE IV: 21st-Century Schools
(HQT) TITLE V: State Innovation and Local
n Eliminates the requirement for teacher/principal evaluation systems Flexibility
and/or linking results to student test scores TITLE VI: Indian, Native Hawaiian,
n Eliminates prescribed interventions in identified schools and Alaska Native Education
n Eliminates School Improvement Grant funds and requirements TITLE VII: Impact Aid
n Migrates Title III language proficiency accountability requirements to TITLE VIII: General Provisions
Title I TITLE IX: Education for the
n Makes funds more flexible (e.g., Title II and Title IV transferable) Homeless and Other Laws
n Reduces the authority of the U.S. secretary of education

ESSA puts states and school districts in charge by creating new opportunities and flexibility while also requiring
states to balance many decisions.

STATE LEADERS CAN:

n Design their own school ratings and decide how to determine the lowest performing 5 percent of Title I schools
n Innovate with assessment options, such as using computer-adaptive assessments and interim assessments
that roll up to a single score or performance assessments
n Choose the ACT or SAT instead of a separate state high school assessment
n Decide how to evaluate teachers

STATE LEADERS HAVE TO FOLLOW CERTAIN REQUIREMENTS:

n Report results for more student subgroups
n Continue to have 95 percent state test participation
n Identify the lowest-performing schools, approve locally developed improvement plans, and monitor the
schools’ progress
n Report data on the distribution of effective teachers
n Consult a prescribed list of stakeholders when developing the state’s plans
 Every Student Succeeds Act (ESSA)

NEW!
ESSA also requires states to engage with a multitude of stakeholders to inform decision making.
ESSA requires states to engage in and provide evidence of “meaningful consultation” with a variety of stakeholders in virtually
every major state-level decision. This includes:

n A variety of local education agencies (LEA)

✔ Geographically diverse—suburban, rural, and urban

✔ Serving a high percentage of schools identified for (and those implementing) Comprehensive Support and Improvement
plans

n Principals, teachers, specialized instructional support personnel, paraprofessionals, and other staff

n School leader and teacher professional standards, certification, and licensing organizations

n The governor, members of the state legislature, and state board of education

n Parents and families of students of all ages

n Individuals, organizations, or partners connected to related strategies, programs, and activities being conducted in the state

IMPLEMENTATION TIMELINE
States have just a year to set a strong vision, engage stakeholders, and design ESSA plans for implementation beginning in
school year 2017–18.

DECEMBER 2015 AUGUST 2016 FALL 2016 MARCH/JULY 2017 2017–18 SCHOOL
YEAR
President Obama ESEA waivers and Final regulations are State Title I plans are
signs ESSA into law competitive grant published and go into due to the Education Full implementation;
programs expire effect Department; delays are possible*
transition year begins

*ED is under pressure to move the start date from the 2017–18 to the 2018–19 school year.
Every Student Succeeds Act (ESSA)
Title I—Improving Basic Programs Operated by
State and Local Education Agencies

WHY TITLE I MATTERS. The purpose of ESSA is to “provide all children significant
opportunity to receive a fair, equitable, and high-quality education and to close educational

programs
achievement gaps.” For principals, Title I funding brings both needed resources and It is important to
new requirements to provide the personnel, instruction, and interventions to help close understand that
achievement gaps. This fact sheet provides basic information about the funding and major authorization levels
provisions of Title I. It also highlights opportunities for you to engage with your district provide a recommended
and state in ensuring that the state’s Title I plan includes the priorities you deem critical funding level for
to providing a quality education in your school. NASSP also provides a comprehensive operating a program

!
summary of ESSA at www.nassp.org/essa-summary. and provide guidance
to the Appropriations
IMPORTANT. Your state is currently developing its new Title I plan—including Committees as to
the specifics of a new accountability system—and discussing new public report an appropriate level
card requirements. By law, states must include principals in the planning process of funding for the
with stakeholders. To get involved, visit your state department of education website program. However, it is
at www.nassp.org/essa-states. In addition, NASSP has worked closely with only the Appropriations
both the Council for Chief State School Officers (CCSSO) as well as the Learning Committees that have
First Alliance to develop principles and guidelines to help principals and other the authority to decide
stakeholders proactively engage in the Title I planning process. These resources specific discretionary
can be found at www.learningfirst.org/lfa-drafts-guidelines-stakeholder- spending levels for
engagement-essa. programs on an annual
basis. Often programs
FUNDING. Title I: Part A are funded at levels
Grants to districts are authorized in the following amounts: much lower than
■ FY 2017 — $15,012,317,605 ■ FY 2019 — $15,897,371,442 authorized.
■ FY 2018 — $15,457,459,042 ■ FY 2020 — $16,182,344,591

NEW!
SCHOOL IMPROVEMENT. The School Improvement Grant program, known as SIG, has been eliminated from
ESSA and consolidated into Title I. In addition, no prescribed specific school improvement strategies are included in
the law. This means that it is left up to a state’s discretion to identify turnaround strategies for schools identified for
intervention.

States must now set aside 7 percent of their Title I funds for school improvement interventions and technical
assistance. Similar to language in No Child Left Behind, states have the choice to send these funds by formula to
all districts or can turn them into competitive grants. Also, states may set aside an optional 3 percent for “direct
student services” such as academic/career and technical education (CTE) coursework, credit recovery, AP/IB test
fees, and transportation for districts implementing school choice.

NEW!
SCHOOLWIDE TITLE I: Normally, only schools comprised of at least 40 percent low-income students can use Title I
for schoolwide purposes. This new provision allows states to grant waivers from this requirement.

NEW!
SUPPLEMENT NOT SUPPLANT: States must use a methodology to allocate state/local funds to Title I schools that
ensures they receive the funds it would otherwise receive.
MAINTENANCE OF EFFORT: Current requirement still applies.
 Every Student Succeeds Act (ESSA)

MAJOR PROVISIONS. Standards : Assessments : Accountability : Intervention

STANDARDS. States must:
■ Set challenging academic standards ■ Assess students in science (once per three grade bands)
■ Set language proficiency standards aligned with academic ■ Develop an accountability system and make determinations
standards ■ Ensure districts and schools intervene in the lowest-
■ Assess 95 percent of all students and 95 percent of each performing schools
subgroup in grades 3–8 in math and reading once in high ■ Report data by schools and districts
school

States have been given a great deal of flexibility to define the term “challenging” as it relates to their state-defined
standards. In fact, the Department of Education cannot “require” states to use certain standards. However, a state
can choose to use standards that meet federal requirements and have been adopted previously, such as Common
Core.

NEW!
ASSESSMENTS. While the annual reading, math, and science assessment requirements haven’t changed under ESSA, there
are new requirements and flexibilities that may impact your district and school.

STATES MUST: STATES MAY:

■ Cap use of alternate assessment for students with the ■ Exempt advanced grade 8 students from math test to
most significant cognitive disabilities at 1 percent of all take state-determined high school assessment.
students, by subject. No cap on district. ■ Develop computer adaptive tests.
■ Allow districts to use a nationally recognized high
■ Identify and develop assessments in languages for ELs.
school assessment in lieu of a state test.
■ Report on gender, homeless children, children in foster ■ Apply to allow districts to use the Innovative Assessment
care, and children with active parents in the armed Pilot program (seven-state limit).
forces.
■ Use Universal Design.

ACCOUNTABILTY SYSTEM. States define one single system that includes:

■ Long-term goals, measuring interim progress of student ■ Statewide indicators, which must include:
subgroups on: 1. Annual assessment
✔ Improved academic achievement on state assessments 2. Graduation rate for high schools
✔ Graduation rates 3. A measure of student growth or other academic indicator
✔ Progress in achieving English language proficiency (K–8)—NEW!
4. English language proficiency—NEW!
■ Annual, meaningful differentiation of schools 5. At least one additional measure of school quality/
student success that could include student engagement,
educator engagement, student access to and completion
of advanced coursework, postsecondary readiness, or
school climate and safety, among other measures—
NEW!

Notes: Indicators must be valid, comparable, reliable, statewide, and meaningfully differentiate schools. The school rating must
be based on all indicators for each subgroup. Indicators one through four must have a much greater weight than number five—the
“additional indicator(s).”
 Every Student Succeeds Act (ESSA)

INTERVENTION. States Identify schools for Improvement and Support

Comprehensive Support and Improvement (every three years):

✔ Schools in the bottom 5 percent according to the state’s performance metric
✔ High schools graduating fewer than 67 percent of students
✔ Schools consistently underperforming for any subgroup after a state-defined number of years

Note: States determine number of years for intervention, districts determine intervention, and states determine exit criteria.

States must identify schools for Targeted Support and Improvement: Schools that are low performing for one or more subgroups
(performing as low as the bottom 5 percent).

Note: Districts determine timing and type of intervention, unless the school is then defined as a school for comprehensive
support and improvement.

OPPORTUNITIES TO ADVOCATE.
■ Engage now in state accountability system decision ■ Work with a coalition. The commonly known saying
making and Title I plan development. Your state is “strength in numbers” is true for successful advocacy.
required to include school principals in developing Working with allied groups that include parents,
the state standards, assessments, and accountability teachers, school board members, and other local/district
system—including the new school quality indicator(s)— education professionals can certainly improve the impact
and the full Title I plan. Visit your state department of of your recommendations.
education’s website to learn about their process and/or ■ Make the case for increased Title I funding. Members
to review draft plans. Every state is managing this of the Labor, Health and Human Services and Education
process differently and needs your input now. Appropriations Committees in the House and Senate
must hear from principals why increased Title I funds
■ Meet with your district to discuss how to support and are critical to meet the needs of disadvantaged students.
influence the state planning for the new requirements Make the case for why more resources are needed to
and flexibility in statewide assessments. Your school improve the academic success of your students. Use the
teams, parent communities, and others will be relying on Principal’s Legislative Action Center to send a message
you to convey any changes coming in 2017 and beyond. to your congressional leader at www.nassp.org/plac.
■ Share any good news with your local media. If you
■ For priority and focus schools, discuss with your district
have good news to tell or believe your community,
and state contacts the process to continue support if you
city, or state media can highlight the work and
are a priority or focus school previously identified under
success of your teachers and students, visit
your state’s ESEA waiver. ESSA requires this support to
www.nassp.org/essa-communication-kit for tips, tools,
continue until ESSA is fully implemented or until your
and resources on how to raise the visibility of your school
school exits priority or focus status.
via social media as well as traditional outlets.
Every Student Succeeds Act (ESSA)
Title II – Preparing, Training, and Recruiting High-Quality
Teachers, Principals, or Other School Leaders

WHY TITLE II MATTERS. The purpose of Title II is to:

n Increase student achievement consistent with the challenging state academic

pro-
standards NEW!
n Improve the quality and effectiveness of teachers, principals, and other school
leaders ESSA eliminates
n Increase the number of teachers, principals, and other school leaders who are the minimum
effective in improving student academic achievement in schools Title II award
n Provide low-income and minority students greater access to effective teachers,
amount that past
principals, and other school leaders
law guaranteed
Title II requires districts to “meaningfully consult” with teachers, principals, paraprofes-
sionals, charter school leaders, parents etc., when developing an application for the use of to each state.
Title II funds for state approval.

THERE ARE FOUR MAJOR CHANGES TO TITLE II:

1. Changes the formula funding to weigh poverty over population
2. Removes the requirement for a teacher evaluation system
3. Eliminates the requirement for teachers to be highly qualified
4. Allows states to blend Title II Part A funds with other ESSA funds (e.g., Title III, Title IV)
For principals, Title II funding can bring needed resources to recruit, train, and retain teachers as well as provide ongoing
professional learning opportunities in Title I schools. To help principals understand new requirements and opportunities
provided by Title II, this fact sheet provides basic information about the funding and its major provisions. It also highlights
opportunities for you to engage with your district and state to ensure the use of Title II funds reflect the priorities you deem
critical to providing a quality education in your school. NASSP also provides a comprehensive summary of ESSA at
www.nassp.org/essa-summary.

NEW!
FUNDING. TITLE II: PART A—SUPPORTING EFFECTIVE INSTRUCTION
ESSA provides a gradual phase in of a new formula, weighing population less and poverty more from Fiscal Year 2017 through
2023. The new formula means some states will see an increase in Title II funding each year while others will see a decrease.
n 35/65 in FY 2017 n 25/75 in FY 2019
n 30/70 in FY 2018 n 20/80 in FY 2020 and succeeding years
FUNDING. AUTHORIZATION OF APPROPRIATIONS
n PART A: Supporting Effective Instruction FY 2017–FY 2020 $2.295B
n PART B: National Activities FY 2017–FY 2018 $468M
n PART B: National Activities FY 2019 $469M
n PART B: National Activities FY 2020 $489M

States can reserve no more NEW! Authorization levels provide a recom-

than 5 percent of Title II Part mended funding level for operating a
A funds for state activities States may reserve up to 3 percent of program and provide guidance to the
(with a limit of 1 percent for the amount for district subgrants for Appropriations Committees as to an
administration) and must state-level principal and school leader appropriate level of funding. However,
provide 95 percent of Part A support. Some states (e.g., Washington) it is only the Appropriations Commit-
funds to districts. have already committed to using the tees that have the authority to decide
3 percent specifically for activities to specific discretionary spending levels
support principals. for programs on an annual basis.
Often programs are funded at levels
much lower than authorized.
 Every Student Succeeds Act (ESSA)

MAJOR PROVISIONS.
Supporting Effective Instruction: National Activities Supporting Effective Instruction

STATES MUST: DISTRICTS MUST:

Submit an application to the U.S. Department of Submit a plan to the state and describe:
Education and describe: n The activities to be carried out and how they are aligned
n The system of certification and licensing of teachers, with challenging state standards
principals, or other school leaders n The system of professional growth and improvement
n How activities are aligned with challenging state (e.g., teacher induction; building the capacity of
standards and will improve student achievement teachers, principals/other school leaders, etc.)
n How data will be used n How the district will prioritize funds to schools
n How it will encourage increased autonomy and flexibility implementing Comprehensive Support and
of teachers/principals Improvement and Targeted Support and Improvement
n Action(s) it will take to improve teacher preparation activities
programs n How the district will use data and ongoing consultation
n How it will ensure monitoring of the implementation of to update and improve activities
activities and provide technical assistance to districts n How the district will ensure the coordination of
professional development activities provided through
In addition: other federal, state, and local programs
n IF the state plans to use funds to improve equitable
access to effective teachers, then they must provide a
description of the plan
n IF the state plans to use funds to work with the district
to develop and implement an evaluation system, then
they must provide a description of that plan

Note: Other requirements may apply depending on how states and districts identify the use of funds. ESSA provides 16 allowable
uses of state funds and 21 allowable uses of district funds. In September 2016, the U.S. Department of Education issued
nonregulatory guidance on Title II to guide decision making for states and districts. View guidance at www2.ed.gov/policy/elsec/
leg/essa/essatitleiipartaguidance.pdf.

NEW!
Due to NASSP’s advocacy efforts, ESSA includes a definition of “school leader” to mean a principal, assistant principal, or
other individual who is “an employee or officer of an elementary school or secondary school, local educational agency, or other
entity operating an elementary or secondary school; who is and responsible for the daily instructional leadership and manage-
rial operations in the elementary school or secondary school building.”

NATIONAL ACTIVITIES NEW!

n Teacher and School Leader Incentive Program
The School Leader Recruitment and Support program allows
n Literacy Education for All, Results for the Nation the secretary of education to offer competitive grants to states
n American History and Civics Education to improve the recruitment, preparation, placement, support,
and retention of effective principals or other school leaders in
n Programs of National Significance
high-need schools.
l Supporting Effective Educator Development
l School Leader Recruitment and Support
l Technical assistance
l STEM Master Teacher Corps
Every Student Succeeds Act (ESSA)

OPPORTUNITIES TO ADVOCATE.
n Engage now with your district in discussions about the n Make the case for increased Title II funding. Members
recruitment, professional development, quality, and of the Labor, Health and Human Services and Education
access of all students to effective teachers. All districts Appropriations Committees in the House and Senate
are required to include school principals in developing must hear from principals why increased Title II funds
the priorities for Title II planning. are critical to the recruitment, professional learning,
capacity-building, and other important needs of
n Collaborate and work with other principals in your
principals and the school teams you lead to ensure the
district and state to influence the state Title II planning.
academic success of your students.
Because ESSA eliminates the Title II Part A minimum
grant award to each state, it relies on a new funding n Share any good news with your local media. If you have
formula and creates new funding flexibility among Titles good news to tell or believe your community, city, or state
II, III, and IV. As such, principals must work together so media can highlight the work and success of your teach-
district and state leaders become aware of your priori- ers and students, visit www.nassp.org/essa-
ties. The new 3 percent set-aside for principal and school communication-kit for tips, tools, and resources on how
leader support provides a tremendous opportunity to to raise the visibility of your school via social media as
influence state policy and planning. well as traditional outlets.

n Use the model legislation to create new state policy.

The legislation can be tailored to directly support princi-
pals and school leaders in your state.
www.nassp.org/essa-model-legislation
Every Student Succeeds Act (ESSA)
Title III—Language Instruction for English Learners
and Immigrant Students

WHY TITLE III MATTERS. English learners (ELs) comprise about 10 percent of the
overall student population and continue to grow at a rapid rate. The purpose of Title III is to

pro-
Principals and school
help ensure that English learners, including immigrant children and youth, attain English leaders should know
proficiency and develop high levels of academic achievement and to assist teachers about a competitive
(including preschool teachers), administrators, and other school leaders in developing and discretionary grant
enhancing their capacity to provide effective instructional programs. program run by the
Department of Educa-
Title III also continues to promote parental, family, and community participation in tion called the National
language instruction educational programs for the parents, families, and communities of Professional Develop-
English learners. While accountability for the progress of English learners has been folded ment Project that was
into Title I, along with all other student subgroups, Title III still remains the dedicated originally authorized in
formula funding to states to improve the education of English learners and immigrant No Child Left Behind.
youth to learn English and meet challenging state academic standards and to implement This grant program
effective language instruction programs. supports professional
development activities
to improve classroom
NEW! instruction for English
learners and assists
States now must establish and implement—after consultation with district boards
educational personnel
representing the geographic diversity of the states—standardized English learner
working with English
entrance and exit procedures. This includes a requirement that all students who
learners to meet high
may be English learners are assessed for that status within 30 days of enrollment
professional stan-
in a school within the state.
dards, including stan-
dards for certification
and licensure.
NEW!

FUNDING. TITLE III: PART A—ENGLISH LANGUAGE ACQUISITION,

LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT
The authorization levels for Part A formula grants to states gradually increase from $756
million in FY 2017 to $885 million by FY 2020 at the following amounts:
n FY 2017—$756,332,450 n FY 2019—$784,959,633
n FY 2018—$769,568,267 n FY 2020—$884,959,633

STATES RECEIVING A FORMULA GRANT MAY RESERVE UP TO 5 PERCENT OF FUNDS FOR:

1. Establishing and implementing standardized statewide 4. Technical assistance
entrance and exit procedures, including a requirement 5. Providing recognition, which may include providing
that all students who may be English learners be financial awards, to recipients of subgrants that have
assessed for such status within 30 days of enrollment in significantly improved the achievement and progress of
a school English learners in meeting the state-designed long-
2. Providing effective teacher and principal preparation term goals
3. Planning, evaluation, administration, and interagency
coordination related to the subgrants
 Every Student Succeeds Act (ESSA)

States can use funds to make subgrants to eligible entities Authorization levels provide a recommended funding level
as long as 95 percent of state funding is used for purposes for operating a program and provide guidance to the Ap-
described in relevant Title III sections. States receive fund- propriations Committees as to an appropriate level of fund-
ing in a weighted formula with 80 percent of funds based ing. However, it is only the Appropriations Committees that
on the population of English learners and 20 percent based have the authority to decide specific discretionary spending
on the population of immigrant children and youth in the levels for programs on an annual basis. Often programs
state as compared to all states using data from the Amer- are funded at levels much lower than authorized.
ican Community Survey conducted by the U.S. Department
of Commerce.

NEW!
In September 2016, the Department of Education issued nonregulatory guidance at www2.ed.gov/policy/elsec/leg/essa/
essatitleiiiguidenglishlearners92016.pdf on Title III of ESSA for states and districts. The guidance includes information and
resources for state, district, and school personnel, including:
n Use of Title III funds to serve ELs

n Design and delivery of language instruction educational programs, which include educators of ELs

n Key information on family, parent, and community engagement

n Key information on distinct populations of ELs, including early learners, former ELs, immigrant students, and ELs who
are also students with disabilities
n Clarifications of the rights ELs have under federal civil rights law related to supports and services

n A list of publications and resources for administrators and educators who work with ELs

This guidance at www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf will help inform the work

done to all states and to school districts receiving Title III funds as they transition to the new requirements under ESSA.

OPPORTUNITIES TO ADVOCATE
n Engage now with your district in discussions about the are critical to the recruitment, professional learning,
instruction of English learners and providing effective capacity-building, and other important needs of
teacher and principal professional development to principals and the school teams to effectively implement
improve teaching skills in meeting the diverse needs of language instruction programs that help English learners
English learners. grow and meet challenging state academic standards.

n Collaborate and work with other principals in your n Share any good news with your local media. If you
district and state to influence the state Title I and Title have good news to tell or believe your community, city,
III planning as they work in tandem for English learner or state media can highlight the work and success of
accountability. your teachers and students, visit www.nassp.org/essa-
communication-kit for tips, tools, and resources on how
n Make the case for increased Title III funding. Members
to raise the visibility of your school via social media as
of the Labor, Health and Human Services and Education
well as traditional outlets.
Appropriations Committees in the House and Senate
must hear from principals why increased Title III funds
Every Student Succeeds Act (ESSA)
Title IV—21st Century Schools

WHY TITLE IV MATTERS. Title IV is comprised of two large block grant programs as
well as discretionary grant and assistance programs meant to support the comprehensive

programs
needs of students in a variety of settings, strengthen family engagement, and bring TITLE IV IS DIVIDED
America’s schools into the 21st century. INTO THE FOLLOWING
SECTIONS:
NEW!
Part A—Student
TITLE IV, PART A: STUDENT SUPPORT AND ACADEMIC ENRICHMENT Support and Academic
GRANTS. This flexible new grant program officially eliminates the Safe and Drug-Free Enrichment Grants
Schools program and consolidates more than 20 competitive grant programs previously Part B—21st Century
authorized as part of No Child Left Behind, many that supported the comprehensive needs Community Learning
of students, into one large fund called a “block grant.” The purpose of the Student Support Centers
and Academic Enrichment Grants is to improve students’ academic achievement by
increasing the capacity of states, districts, schools, and communities to: Part C—Expanding
Opportunity Through
■ Provide all students with access to a well-rounded education
Quality Charter
■ Improve school conditions for student learning Schools
■ Improve the use of technology in order to improve the academic achievement and Part D—Magnet
digital literacy of all students Schools Assistance
Part E—Family
FUNDING ALLOCATION. Funds are allocated to states based on the Title I formula. Engagement in
States then subgrant funds to each district using the same formula. Education Programs
States may reserve up to 1 percent for administrative costs and must support local Part F—National
districts in providing access to a well-rounded education for all students; fostering safe, Activities
healthy, supportive, and drug-free environments; and increasing access to technology and
learning experiences supported by technology.
These activities must be coordinated with other schools and with community-based
services and programs and can include e-partnerships with higher education institutions,
business, nonprofits, community-based organizations, or other public or private entities.

STATES MUST SUBGRANT 95 PERCENT TO DISTRICTS, and no district may receive less than
$10,000. Districts receiving more than $30,000 must complete a “needs assessment” once every three years that
analyzes:
■ Access to, and opportunities for, a well-rounded education for all students
■ School conditions for student learning in order to create a healthy and safe school environment
■ Access to personalized learning experiences supported by technology and professional development for the
effective use of data and technology
Any district that receives more than $30,000 must spend its funds in three specific areas:
■ Not less than 20 percent of funds must be spent on activities to support “well-rounded” education.
● This includes programs and activities such as school counseling, music and arts programs, STEM
programs including computer science, foreign language, history, civics, geography, and accelerated
learning programs (i.e., Advanced Placement, dual enrollment, and early college high schools).
■ Not less than 20 percent of funds must be spent on activities to support “safe and healthy” students.
● This includes programs and activities such as social and emotional learning, comprehensive mental health
awareness training, school-based counseling, violence prevention, bullying prevention, physical education,
and integrated systems of student and family supports.
 Every Student Succeeds Act (ESSA)

■ A portion of funds should support effective use of technology.

● This includes increased access to personalized learning experiences, building technological capacity and infrastructure,
carrying out blended learning projects, and professional development in using data and technology to improve instruction.

There is a limitation that no more than 15 percent of funds may be used for purchasing technology
infrastructure, including devices, equipment, and software applications.

Note: In October 2016, the U.S. Department of Education issued nonregulatory guidance on the Student Support and Academic
Enrichment Grants that provides key information on the allowable use of funds, role of the state, fiscal responsibilities, and local
application requirements.

TITLE IV, PART B: 21ST CENTURY COMMUNITY LEARNING CENTERS. This program was originally authorized
in No Child Left Behind and is currently the largest block grant program in Title IV. In FY 2016, the program received $1.17 billion.
The purpose of the 21st Century Community Learning Center (21st CCLC) program is to provide grants to local school districts
and community learning centers for afterschool programs serving students in low-performing schools. Programs are run by
schools and/or community organizations in partnership and can also serve children before school and in the summer months.

Allowable activities, services, and programs must be focused on academic enrichment that is designed to reinforce and
complement the regular academic program of participating students.

NEW!
This includes expanded learning activities if these activities: (1) add a minimum of 300 additional hours of programming each
school year, (2) ensure programming be supplemental in nature and not an extension or addition to regular school-day activities,
and (3) require partners.

In addition, programs can be funded for families of students that provide opportunities for meaningful engagement in their
children’s education, including opportunities for literacy development. Examples include youth development activities, service
learning, nutrition and health education, drug and violence prevention programs, counseling programs, arts, music, physical
fitness and wellness programs, technology education programs, literacy and financial literacy programs, environmental literacy
programs, mathematics, science, career and technical education programs, internship or apprenticeship programs, etc.

Funds are distributed by formula to states. States then run a competitive subgrant program to distribute the funds to the local
level.

TITLE IV, PART C: EXPANDING OPPORTUNITIES THROUGH QUALITY CHARTER SCHOOLS. This section
authorizes the federal Charter School Program to provide financial assistance for the planning, program design, and initial
implementation of charter schools and to increase the number of high-quality charter schools available to students across the
United States.

TITLE IV, PART D: MAGNET SCHOOLS ASSISTANCE. This section authorizes $94 million in FY 2017 with
incremental annual increases up to $108.5 million in FY 2020 for magnet schools.

TITLE IV, PART E: FAMILY ENGAGEMENT IN EDUCATIONAL PROGRAMS. This section authorizes
the Statewide Family Engagement Centers program to provide states and districts with the capacity to support effective
implementation and enhancement of family engagement policies and initiatives.
 Every Student Succeeds Act (ESSA)

TITLE IV, PART F: NATIONAL ACTIVITIES. This section authorizes the following discretionary grant programs run by
the U.S. Department of Education:

■ Education Innovation and Research grants (based on the Investing in Innovation [i3] program) will be awarded to create,
develop, and implement evidence-based innovations to improve student achievement and attainment for high-needs
students.

■ Community Support for School Success authorizes both the Promise Neighborhoods discretionary grant program and
Full Service Community School discretionary grant program. Grants through these programs will be awarded to offer a
continuum of comprehensive services to improve the academic and development outcomes for children and families living
in struggling communities.

■ Project School Emergency Response to Violence (SERV) program grants will be awarded to strengthen violence prevention
activities as part of the activities designed to restore the learning environment that was disrupted by a violent or traumatic
event at a school.

■ Academic Enrichment grants will be awarded to support arts education programming as well as to support high-ability
learners and learning—also known as the Jacob K. Javits Gifted and Talented Students Education Program.

FUNDING: AUTHORIZATION OF APPROPRIATIONS

■ Part A: Student Support and Academic Enrichment Grants
FY 2017 ........................ $1.65B
FY 2018–FY 2020 ......... $1.60B
■ Part B: 21st Century Community Learning Centers
FY 2017 ........................ $1.00B
FY 2018–FY 2020 ......... $1.10B
■ Part C: Expanding Opportunity Through Quality Charter Schools
FY 2017 ........................ $270M FY 2019.......................$300M
FY 2018 ........................ $270M FY2020........................$300M
■ Part D: Magnet Schools Assistance
FY 2017 ........................ $94.00M FY 2019.......................$102.38M
FY 2018 ........................ $96.82M FY 2020.......................$108.53M
■ Part E: Family Engagement in Education Programs
FY 2017–FY 2020 ......... $10.00M
■ Part F: National Activities
FY 2017–FY 2020 ......... $200.74M
Every Student Succeeds Act (ESSA)

OPPORTUNITIES TO ADVOCATE.
■ NASSP has been actively involved in advocacy efforts to Community Learning Center Program, meet with
fully fund Title IV, Part A, Student Support and Academic your state 21st CCLC leaders to ensure input
Enrichment Grants. Additional voices are needed at from principals is included in plans for new local
the state and local levels to make the case for fully competitions.
funding this grant program. Members of the Labor,
Health and Human Services and Education Appropriations ■ Get to know your Afterschool State Network at
Committees in the House and Senate must hear from www.afterschoolalliance.org/policystatemap.cfm to
principals as to why funds are needed to support students’ help ensure high-quality out-of-school programs are
well-rounded education, safe and healthy conditions for in place.
learning, and the effective use of technology. The activities ■ Share any good news with your local media. If you
and programs supported by this block grant are critical to have good news to tell or believe your community, city,
the school teams you lead to ensure the academic success or state media can highlight the work and success of
of your students. your teachers and students, visit www.nassp.org/essa-
communication-kit for tips, tools, and resources on how
■ Once funding for the Title IV, Part A, Student Support to raise the visibility of your school via social media as
and Academic Enrichment Grants reaches the local well as traditional outlets.
level, get involved with those leading efforts to design
and implement the required needs assessment tool.
The results of the needs assessment will determine what
programs and activities are funded in each of the three
required “buckets.” NASSP has created two resources for
educators to consult in learning how to give students a
voice through ESSA:
● visit a webinar called “The Every Student Succeeds
Act: What Do Students Need to Know?” at www.
nassp.org/webinars
● an article in the September 2016 issue of Advise,
“The Every Student Succeeds Act: What Do Advisers
and Students Need to Know?” at www.nhs.us/essa-
and-students
■ Related to Title IV, Part B, the 21st Century
Every Student Succeeds Act (ESSA)
Title V­—Flexibility and Accountability—
Rural Education and Achievement Program

WHY TITLE V MATTERS. The purpose of Title V is to allow states and districts
the flexibility to target federal funds to the programs and activities that most effectively

pro-
TITLE V, PART B IS
address the unique needs of states and localities. In particular, Title V, Part B—the Rural COMPRISED OF TWO
Education Initiative—is designed to help states and districts meet the unique needs of MAIN PROGRAMS:
rural school districts that frequently lack the personnel and resources needed to compete
effectively for federal competitive grants and receive formula funds in amounts too The Small Rural
small to be effective in meeting their intended purposes. Title V matters because it can School Achievement
help ensure that principals and school leaders working in states and districts with rural Program (SRSA)
populations have funding flexibility so teachers, school personnel, and students get the provides funds
extra support they need. targeted and designed
for schools with small
FUNDING: TITLE V, PART B populations in lower-
ESSA authorizes funds for annual grants to districts. density areas. Funds
are given directly
FY 2017–FY 2020 $169,840,000 to districts with
designation by the
National Center for
Education Statistics
NEW!
(NCES).
Schools and districts that are eligible for both SRSA and RLIS funds can apply for
the funding stream that meets their unique needs; this was not the case in No The Rural and Low-
Child Left Behind. Additionally, districts that receive RLIS funding can use funds Income Schools
for a broader range of activities. RLIS funding can now be applied toward any Program (RLIS)
allowable use of funds under ESSA Title I Part A, Title II Part A, Title III, or Title IV provides funds for
Part A or B. states to subgrant to
districts with NCES
designation. RLIS
funds apply more
broadly and can be
NEW!
used for a number of
Title V offers and supports access to what may be otherwise out-of-reach funding opportu- purposes related to
nities. Because rural districts often lack the capacity to apply for competitive grants, ESSA other titles of ESSA.
helps rural districts by:

n Requiring the secretary of education to conduct outreach to rural districts about

competitive grant opportunities

n Reducing the paperwork and compliance burden

n Allowing districts to seek technical assistance on Title V grant applications or

pre-applications

n Allowing districts to work together or with educational service agencies to submit

joint applications for federal funding
 Every Student Succeeds Act (ESSA)

OPPORTUNITIES TO ADVOCATE
n Engage now with your district in discussions about the n Share any good news with your local media. If you have
instruction of students in rural areas. Encourage additional good news to tell or believe your community, city, or state
support and effective teacher and principal professional media can highlight the work and success of your teachers
development to improve teaching skills in meeting the and students in rural schools and districts, visit
diverse needs of this population. www.nassp.org/essa-communication-kit for tips, tools,
and resources on how to raise the visibility of your school via
n Collaborate and work with other principals in your district social media as well as traditional outlets.
to help ensure your state applies for these funds and
makes them available.

n Influence the federal appropriations process. Because

of the ability to combine and target all ESSA title funds in
combination with Title V funds in rural districts, influencing
the federal appropriations process would help assure more
funds are available to your district and school.